HOUSE ONMANGO STREET 5/6 Grade WHOLE CLASS Literacv Unit Unit: TheHouse on Mango Street 516 grade 60-minute periods Approximately 6 weeks Overview: This unit plan is for the novel TheHouseon Mango Street by Sandra Cisneros. Therewill be a variety of activitiesand strategies usedaswell as a final writing project and an evaluative exam.Students will learn several importantconcepts and will be ableto relatemuch of the content of the unit to their own lives. Importantly,one critical aspect of this unit is the implementation of the WzuTERS' WORKSHOP. Essential Question/ Concept to be explored: Identity. Who am I? Who am I in relation to the worlds in which I live? GOALS . To experience a pieceof great, relevantliterature as a whole class. . To provide opportunities for all students to articulate their knowledgeof this literature andtheir experiences throughwriting. . To both enhance students' canonof literacy vocabulary and their ability to purposefullyapply varioustechniques in their writing' OBJECTIVES ' SWBAT identiff a vignetteand other styles . SWBAT define and identi$ theme ' SWBAT ableto identifu anduse 5 literary devices . SWBAT converse with peers on topics relevant to their lives and draw text to self connections with Houseon Mango Street . SWBAT to write uninterrupted/on task for 20-30 minutes during WRITERS' WORKSHOP
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HOUSE ON MANGO STREET5/6 Grade
WHOLE CLASS Literacv Unit
Unit:The House on Mango Street516 grade60-minute periodsApproximately 6 weeks
Overview:This unit plan is for the novel The House on Mango Street by Sandra Cisneros.
There will be a variety of activities and strategies used as well as a final writingproject and an evaluative exam. Students will learn several important concepts and
will be able to relate much of the content of the unit to their own lives.Importantly, one critical aspect of this unit is the implementation of the
WzuTERS' WORKSHOP.
Essential Question/ Concept to be explored:Identity. Who am I? Who am I in relation to the worlds in which I live?
GOALS. To experience a piece of great, relevant literature as a whole class.. To provide opportunities for all students to articulate their knowledge of
this literature and their experiences through writing.. To both enhance students' canon of literacy vocabulary and their ability to
purposefully apply various techniques in their writing'
OBJECTIVES
' SWBAT identiff a vignette and other styles. SWBAT define and identi$ theme
' SWBAT able to identifu and use 5 literary devices. SWBAT converse with peers on topics relevant to their lives and draw text
to self connections with House on Mango Street. SWBAT to write uninterrupted/ on task for 20-30 minutes during
WRITERS' WORKSHOP
SUPPLIES NEEDED:Daily Lesson HandoutChapters recorded on disk or Itunes3 Computers for sPecific students2 Computers for students who sign up to usevariety of paper choice and writing utensils (markers, pencils,
paintbrushes. etc)Signs around the room re: Rules of Writers' WorkshopTypewriterPoster paper
PRE-READING ACTIVITES(3 Lessons)
DIVING INTO HOUSE ON MANGO STREET ANd WRITERS'
WORKSHOP
Basic Daily Routine
' DO NOW Activities. SHARE, daily HOUSE ON MANGO STREET handout with class. READ/ LISTEN to chapter
' GROUP CONVERSATION or MINI LESSONGROUP CONVERSATONS will be structured as table, partner or
whole classMINI LESSONS will be 10-15 minutes long and focus on literary
elements and devices ( ie. theme, style, simile, metaphor, listing,juxtaPosition, etc)
Students will be prepared to enter text "House on Mango" Street by Sandra ffi \,\t'rit';r's rirtriilltt:f ir:t *Irr all
Cisneros. First two sessions will be small group and all-class. hi nils ul'pitl:trt { ii ne '.: .
* $1lilr1J, *{1,1,'Si}l l n t,
#bj*ceir,*= ;lX-iil'li,li';,.* li,;,;,,-,',r Students will continue to understand concept of Inside Self/ Outsiile in{ltrr ';l !ti:; i:il;tt t p;r1:rt:'
Self i ) { l l i r t r . r ; i r " i , r i i . . j n.} ! . r . )
I Stucients will st;:"rt engaging in Writer's Workshop. Will be introc{ucec{
to ww time and styles. ' w {-hhi:ir'"1'riting u:;rlt'rt'i+1s
(1:r:r:s, i:*rt:i: il s. r:r;l+lt,:i.J
1:i lnciis]
Activici*sN {:{} f i lFrJ i t : fb, l : : ; tVl :* r : l i t
1 . Sfudents will continue art piece "Inside Self/Outside Self ' (told that {1,;,.r,:",.a'riri:rthis must be finished by next day)
2. After 35 minutes. Students will reconvene for Writer's Workshop ffi Sigr:: l\'ritrr;g ir irit:ii ivl|k'
Intro w/ small snack
3. Rules for writing workshop overview, adults will have written on *th*f R-*gn*f**S
strips of paper. Students will post.
4. Students will explore new things in Writers Workshop. Maybe
generate list ofthings they need.
Additir:nal SmpS:*r"tr Snrdents cal have rnore time f'rrr art piece during lunch,/ recess
Prcpamtlrszt
Rules for Writing Workshop
1. You must be writing, talking about writing, or consulting a writingresource
2. Talking is ok but don't disturb other students3. Don't interrupt an adult when s/he is conferencing with another
student4. Ifyou need help, use conferencing sign up sheet5. Use sign up if you want to use computer (or typewriter?) for writing6. You can write anywhere in the classroom, but use the Quiet table if
you don't want to be disturbed.
House on Mango Street Pre-Reading2
7 . No talking during the first five minutes of independent writing time.
House on Mango Street Pre-Readtng2
F{waxs# #sa Ev€axng* Str*etFre-R-eadirag 3
Lil*ra*y
5/S.JJ/
ilvervi*w h{aterials
Students will be prepared to enter text "House on Mango" Street by Sandra n Writers workshop materials
Cisneros. r Brainscr:tm wo:rksheet
*bje*tives Olher R"esc$rce$
I Students n'ill hone to understand underst;rnding of Inside Self/ h,'Ji*i-i.*ss*n i Itjmri*] rc:
Outside Self through :refiective piece il.J:1,I:.i'liilTtrYil f'Jgci: ,"v." *xlr.npltr
" Si:rr* mighl si,rc tT:t: as ti l tglrt ing l"*l
Activities r*rtlv t;;m r-;hy", *rr:
r Sfudents lvill prrt art pieces r:n table for others to s€te. Short gallery Cr*:*t!ng ;.r sh*l.t Fi*,.i: ri:ii.nii ,.* | pi**:walk with no talking. {5 minutes) i1s ;r rcs*rtrile" {}nt: .,rir;rci fifl* ,.:i il
I Share out w/ ohssrvations rvr-rrc.j Ii:it{ rn*xl e{*lq:rih*$ yr}}t,f Writer's Wr:rkshop |ergins with mJni-lesscn ancl assignment"T
Preparation
Book "House on Mango Street" will be on shelves-visible.
Fxamplc of reflective piece pr:sted extremely visible.
House on Mango Street Pre-Reading 3
${*essffi ffi m WKmffiffiffi Str**e Rmmding 4
I i t^v+ r" t1. . . ,1LLasuJ
5/&
4/
*rrerview
Students will enter text "House on Mango" Street by Sandra Cisneros.
*bj*ctiv*s
Students will rend chal:ter titlcs in small reacling ancl wlin group anticipate
rvhat each chapter might be atrout"
Actir,'itie s
I Stucients get book and write name inside
r Explclre cover/" inside cover within srna1l grr:up. What clu you knolv
alrearly about this book?G Exp.lort chapter titles. Anticripate what you think $ome lray be about.
Have students sharc obscrvations abclut the titles, rvhiclt chaptcrs thcy
are most interested in reading and why, predict lr'lrat they will find in
those chapters, ctc" IJiscuss the crerativity of Cisnercls' "chapte:r titles"
and the impact of a title such as "The Rice Sandrvich" r+'/ regard to
interesf level anrtr curicsity.n Givc assignmentE Writer's Workshop at I 2:15
Fr*parati*n
Example oi ivr i t ing dcsircd in big pr int .
Homework: Complete f inal draft of Chapter Tit les
Maferlais
n Wri ters rr , r r rkshop matr i ' ia ls
#ther K*s*Larc*s
lr, {"} hIiri" I i:s:ri:r'i'r,rclnr..
i l t" lt lr:ts r.:{ 'Lri,cl is i. i f--\{:r}ri i l {r-r l; i l l lr: L:l
As a group take on 2 or 3 of these questions. If you have time, you should do more. Youmay need to use a computer to research one of the questions. Not every group needs tovisit the 2 computers at the back table at the same time. Also, some groups havemembers who already have a computer at the table.
WRITERS' WORKSHOP:Write about one of the following OR chooseyour owntopic:
aJ What does your name mean in English, Spanish, or any other language? Doyou think your name fits you?
b) Whose name did you inherit? What do you know about that person'
c) Do you like your name and why?
dl If you were to change your name who would you become and why?
e) What is the statement that your name makes about you?
fJ There are a lot of songs that name people. If you were to write songabout your name what would the song say about you?
e) Write a poem that uses your whole name as an acrostic. Write a first draftand a second.